Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful
Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful

Positive Behaviour


Our Vision and Values underpins our Positive Behaviour Policy.


The Stokeinteignhead School ethos is encompassed in the following vision and values statement to which all members of the school community have contributed. We aim to inspire our children and raise standards by promoting a school ethos which is underpinned by four core values. These values form the basis of our Positive Behaviour Policy.

A body of respectful, determined, curious and resourceful children: this is our aim at Stokeinteignhead School and these are the foremost attributes that we encourage every child to display.

Importantly, this aim is integral to many aspects of the school day: the enforcement of rules; the implementation of the behaviour policy; the nature of rewards and sanctions; the staff’s expectations – all are underpinned by our desire to see that children receive the appropriate guidance and instruction.

We welcome the support of parents in helping us achieve our aim. We invite you to share with us the task of developing such qualities. Every child is included in this process and each will be afforded the responsibility to behave accordingly.

At any point in time, specific information as to how we are striving to foster our key attributes can be obtained from the headteacher. We hope, however, that the results of our endeavours will be evident in the behaviour of the children and that this will serve to make every parent proud of his or her son or daughter’s efforts,


What does it mean for children at Stokeinteignhead School to be, respectful, determined, curious and resourceful?

Respectful: demonstrating good manners; being tolerant and thoughtful towards others and showing consideration for others’ belongings.

Determined: having self-belief and a positive mindset; being focused upon learning and motivated to do well.

Curious: being imaginative and creative; noticing what is happening around them and questioning what they see.

Resourceful: being independent and showing initiative; taking suitable responsibility for their learning and behaviour.


Positive Behaviour Policy


1) A consistent approach to behaviour management

Our school is dedicated not only to the learning, but also to the personal, social, emotional and spiritual development of the children in its care. We recognise that for each pupil to reach their full potential in these developmental areas, they must feel safe, secure and valued. We strive to create a positive atmosphere in which pupil voice is valued and heard and where high standards of behaviour care and mutual respect between peers, from adult to pupil and pupil to adult, within and beyond the school community, is a shared expectation. Children have the right to come to school and feel safe at all times. We do not accept bullying of any form and this policy is closely linked to our anti-bullying policy. The aim of this policy is to promote children’s personal responsibility for their own behaviour. We aim to promote positive behaviour at all times across school life. This policy is closely linked to and determined by our school values of Respect, Curiosity, Resourcefulness and Determination. All adults in school are able to use the behaviour policy to support positive behaviour and give rewards and sanctions where appropriate.


2) The role of school leadership

The Headteacher and Governors have high expectations of behaviour throughout the school. Learning is the core purpose of the school and we must do all we can so that this can continue in a positive and uninterrupted climate. Children are expected to be calm and respectful at all times. We aim to provide a supportive environment where they can flourish and develop into confident well rounded positive young people.


3) Classroom management

The classroom environment is principally to further children's learning through high quality teaching. Adults in the classroom are all focussed on allowing learning to continue unimpeded for the benefit of all. Where any issues with behaviour do arise we aim to be to address them swiftly and calmly in order to allow learning to continue for all


4) Rewards and sanctions

We aim to create a culture of celebration around positive behaviours. At Stokeinteignhead our children show a positive approach to learning and behaviour at nearly all times. We recognise and celebrate this within school as part of our school ethos.


We strive for all children at Stokeinteignhead show a positive approach to learning and behaviour. We aim to create a culture of celebration within school to promote these behaviours as part of our school ethos.


  • Group and individual achievements are regularly celebrated in assemblies.
  • Positive postcards will be sent home to celebrate children’s achievements as and when they happen.
  • Each class runs a reward system to celebrate children’s achievement.
  • A regular monthly assembly will take place to celebrate children’s achievement
  • Children take part in reward time at the end of the week where they have some free choice over the activities they can take part in.
  • Cups for endeavour in each class awarded at the end of each term.



The Schools approach when behaviour is not as expected. (See Appendix 2)


We aim for all children to behave well and support learning taking place across the school. When behaviour is not as expected we aim to work with children to support them to improve their behaviour.


Children are expected to behave well at all times to support their own learning and the learning of others. As a school community learning is our primary focus.


  • All children will take part in a reward hour time on a Friday afternoon. This will include a range of activities which children will be able to enjoy and participate in.
  • If children do not follow a behaviour expectation during the week they could receive a warning about their behaviour. Up to 5 warnings would not be considered serious.
  • Children can be asked to move to another seat within their own classroom. If after this disruptive behaviour continues they could be asked to work in another classroom for a period of time. If this happens on more than3 occasions in a week a child with then join the reflective session on a Friday.
  • If children receive more than 5 warnings in a week they will then join a supported session during the reward hour to coach them and support improved behaviour the following week. Parents will be informed of this.


If children receive more than 5 warnings in a week they will join a reflective session during the reward hour. During this session they will have the opportunity to reflect on their behaviour and support will be given to help them make the changes for the following week. Parents will be informed of this.


  • If a child need to attend the support session more than 3 times during any half term period, we will meet with parents to discuss the situation and work together to support the child.
  • If this initial meeting with parents does not result in the support given resulting in improved behaviour, we will then meet the parents again to consider drawing up an individual behaviour support plan. (See Appendix 3)
  • Where behaviour becomes a more serious issue and further sanctions are required please refer to appendix 3.


5) Behaviour strategies and the teaching of good behaviour

Behaviour is something that can be taught and children can learn to develop. The school believes in rights and responsibilities. All children have a right to learn and adult have a right to teach. We are therefore all responsible for enabling this to happen. In the classroom warnings may be given for low level disruptions, this enables the issue to be addressed quickly without interrupting learning. Children are given the opportunity to reflect on their behaviour and work to develop strategies to improve this where needed.


6) Staff development and support

All staff have access to training to develop behaviour management. This has been implemented as whole staff training utilising the skills of the LA behaviour support team.


7) Pupil support systems

Children who need additional support with their behaviour may take part in the THRIVE programme which takes place in school and also in an external provision at our local secondary school. Where further support is needed this can be accessed through the LA behaviour support team. (See appendix 5)


8) Liaison with parents and other agencies

As a school we aim to work closely with parents and other agencies to improve behaviour where necessary. We aim to work alongside parents at an early stage if once difficulties are identified and then more closely if it is necessary to implement behaviour support plans.


9) Managing pupil transition

We aim to work closely with schools and other agencies to ensure the smooth transition for any children with identified behavioural needs. Enhanced transition programmes can be used to support individual learners and tailored to meet the needs of the individual.


10) Organisation and facilities.

We aim to provide a secure and safe learning environment. All staff are committed to supporting children in all areas of their learning including behaviour. The Headteacher is also available to support children when needed as detailed in this policy.




The legal approach to Unacceptable Behaviour (Appendix 3)


The Education and Inspections Act 2006 (EIA 2006) changes the legal basis of teachers’ and other school staff’s authority to discipline pupils. It provides for the first time a statutory power for teachers and certain other school staff to discipline children when they are not on the school site. An example of this could be when unsafe behaviour is observed outside of school in the local area.


Key Points

  • Schools have a statutory power to discipline pupils for breaches of school rules, failure to follow instructions or other unacceptable conduct. These sanctions must be reasonable and proportionate to the circumstances of the case and must take account of the pupil’s age, any special educational needs, any disability and any religious requirements.
  • All teachers and other staff in charge of pupils have the power to discipline
  • The power to discipline is applicable to any pupil…and also (applies to) misbehaviour by pupils outside the school premises when they are not in the lawful control or charge of a member of staff, so far as this is reasonable
  • Sanctions or punishments can only be applied when the pupils are on the school site or under the lawful control or charge of a member of staff, eg. a sanction can be applied when a pupil is on a school trip but not whilst travelling between home and school (but misbehaviour in this case can be subject to disciplinary action in school)


Additional Support (Appendix 4)

Some children may also be placed on individual programmes to support behaviour where necessary. These can be flexible to suit the needs of a particular child at a given time.


In the rare circumstances where significant unacceptable behaviour occurs, it is dealt with in the first instant by the class teacher. Teachers aim to match sanctions to specific incidents e.g. Pupils should put right any damage done or may be expected to do a job which benefits the school community, such as clearing litter etc.


Where the misuse of any pupil’s property is concerned, staff may confiscate that property, explaining why and informing the pupil how long it will be withheld from them.

DFE guidance states:


“It is for the staff member confiscating to show the legality of the confiscation since he or she has made the decision to interfere with the property. If authority can be shown, the staff member has a defence to all proceedings against him or her and is not liable for any damage or loss arising”


In exceptional circumstances, where sanctions agreed with the class teacher fail to combat behaviour which compromises the safety and well-being of the pupil themselves or others, a set procedure of discipline will be followed:


This will follow these steps:

  1. Individual Behaviour Plans (IBP’s) will be drawn up when appropriate for individual pupils.
  2. Children will be sent home from school immediately if they physically attack an adult (including spitting), or run out of school.
  3. In the unlikely circumstance of a fight developing, in the first instance a member of staff will intervene. If possible two members of staff are to deal with the situation. The children are to be removed from the playground and, if it is a minor incident, the class teacher must be informed. For more serious fights, or incidents where pupils persistently hurt one another, pupils will be sent to the Head Teacher. Parents will then be contacted to discuss the situation.
  4. In very serious or recurring cases, parents will be informed and a meeting will be called between the pupil, involved staff and parents and an individual action plan will be drawn up.
  5. In extreme circumstances, where the conditions of the action plan are not met or further incidents occur, the pupil will excluded for a fixed term.
  6. In the final instance, full exclusion proceedings will be implemented.


Power to search for Weapons (Appendix 5)

In line with The Violent Crime Reduction Act 2006 certain staff have a legal power to search suspected pupils for knives or other weapons without consent. At Stokeinteignhead Primary School any member teaching staff can exercise this power and staff suspecting pupils of carrying illegal weapons should report to the Headteacher immediately a suspicion arises.


In exceptional cases the school will work closely with the Behaviour Support team and Individual Behaviour Plans will be in devised and operated. Pupils posing ongoing problems will be discussed at inter-agency meetings where support for both parents and pupils will be sought.


Pupils may be assigned to the THRIVE programme to work on specific areas of their behaviour either individually or in small group settings. All staff, students, teachers and volunteers will be informed of the level of sanctions they can apply